Comparisons between ADD/ADHD diagnosed and non-diagnosed boys, pre-kindergarten through grade eight

The purpose of this study was to examine the validity of the Conners\u27 Teacher Rating Scale-Revised: Short Form (CTRS-R: S). The CTRS-R: S is an instrument used for the assessment of attention-deficit disorder and attention deficit hyperactivity disorder (ADD/ADHD) and related behavioral problems in children and adolescents. The study included 225 boys in grades Pre-Kindergarten through eight. The subjects were divided into two groups. Group one consisted of 165 boys who were not diagnosed with ADD/ADHD; Group two consisted of 61 boys who had been previously diagnosed with ADD/ADHD. A second analysis regrouped the sample by grade-groups that were consistent with the age scales for scoring the CTRS-R: S. The subjects were rated by teachers using the CTRS-R: S. A multivariate analysis of variance was performed for both groups across four behavioral conditions: ADHD, hyperactivity, cognitive and oppositional. The results of the analyses were significant for the large sample; however, the analyses of the subgroups were not significant

Controller design under safety specifications for a class of bounded hybrid automata

Motivated by driver-assist systems that warn the driver before taking control action, we study the safety problem for a class of bounded hybrid automata. We show that for this class there exists a least restrictive safe feedback controller that has a simple structure and can be computed efficiently online. The theoretical results are then used to design driver-assist systems for rear-end and merging collision scenarios.This work was supported by NSF CPS Award number 1239182

Design of a lane departure driver-assist system under safety specifications

We use a controlled invariance approach to design a semi-autonomous lane departure assist system that is guaranteed to keep the vehicle in the lane. The controlled invariant safe set is the set of system states from which an input exists that can keep the vehicle in the lane. First we provide theoretical conditions under which the controlled invariant safe set has a simple characterization that can be quickly computed in real-time. We then use this characterization to derive a feedback strategy that keeps the vehicle in the lane and overrides the driver only if he/she could otherwise force a future lane departure. We also provide a detailed description of the above mentioned conditions, including algorithmic approaches that allow to verify whether these conditions are satisfied

Stochastic hybrid models for predicting the behavior of drivers facing the yellow-light-dilemma

We address the problem of predicting whether a driver facing the yellow-light-dilemma will cross the intersection with the red light. Based on driving simulator data, we propose a stochastic hybrid system model for driver behavior. Using this model combined with Gaussian process estimation and Monte Carlo simulations, we obtain an upper bound for the probability of crossing with the red light. This upper bound has a prescribed confidence level and can be calculated quickly on-line in a recursive fashion as more data become available. Calculating also a lower bound we can show that the upper bound is on average less than 3% higher than the true probability. Moreover, tests on driving simulator data show that 99% of the actual red light violations, are predicted to cross on red with probability greater than 0.95 while less than 5% of the compliant trajectories are predicted to have an equally high probability of crossing. Determining the probability of crossing with the red light will be important for the development of warning systems that prevent red light violations

Design of Driver-Assist Systems Under Probabilistic Safety Specifications Near Stop Signs

In this paper, we consider the problem of designing in-vehicle driver-assist systems that warn or override the driver to prevent collisions with a guaranteed probability. The probabilistic nature of the problem naturally arises from many sources of uncertainty, among which the behavior of the surrounding vehicles and the response of the driver to on-board warnings. We formulate this problem as a control problem for uncertain systems under probabilistic safety specifications and leverage the structure of the application domain to reach computationally efficient implementations. Simulations using a naturalistic data set show that the empirical probability of safety is always within 5% of the theoretical value in the case of direct driver override. In the case of on-board warnings, the empirical value is more conservative due primarily to drivers decelerating more strongly than requested. However, the empirical value is greater than or equal to the theoretical value, demonstrating a clear safety benefit

"Respondabilidad" en las Instituciones de Educación Superior

El presente artículo está orientado al estudio de la“respondabilidad” en las Instituciones de EducaciónSuperior (IES), específicamente en el sistema educativo de Colombia. Para ello, acudiendo al método de análisis documental, se estructuró en la visión de cuatro elementos de desarrollo conformado por las temáticas “respondabilidad”, responsabilidad, “respondabilidad” en la educación superior y conducción de la “respondabilidad” en IES en Colombia, para en cada una de ellas lograr una concepción de sus postulados y finalmente desde un análisis crítico dar cuenta de algunos esfuerzos realizados en este país dentro del ámbito de la “respondabilidad”. Se logró hacer coincidir la perspectiva de la “respondabilidad” que poseen los autores, con los planteamientos de Manno, Mcmeekin, Puryear, Winkler y Winters (2006), por lo cual al cierre del documento se promueve un conjunto de acciones para las IES, como vías de trabajo inmersas en este nuevo mecanismo denominado “respondabilidad”. Se concluye que en Colombia las IES públicas muestran esfuerzos en el diseño y desarrollo de programas académicos revestidos de ventajas a favor del colectivo estudiantil, los cuales poseen sus respectivos mecanismos de monitoreo y seguimiento, comprometiendo a las instituciones en la rendición de cuentas

Cultura Educación & Sociedad

This article is oriented to the study of "respondability" in Institutions of Higher Education, particularly in Colombia’s education system. For this purpose, and resorting to the method of document analysis, four elements of development were divided in: "Respondability", Responsibility, "Respondability" in higher education, and conduction of "Respondability" in higher education institutions in Colombia, to achieve a conception of its postulates in each of them, and finally, from a critical analysis to account for some efforts done in this country within the scope of "respondability". It was possible to match the perspective of different authors of the concept of "respondability", with the approaches of Manno, Mcmeekin, Puryear, Winkler and Winters (2006), for which at the end of the document, a set of actions is promoted for higher education institutions as a way of working immersed in this new mechanism called "respondability". The study concludes that in Colombia, public institutions of higher education show efforts toward the design and development of beneficial academic programs for students, which have their respective monitoring and tracking mechanisms, thus, engaging institutions into accountabilityEl presente artículo está orientado al estudio de la “respondabilidad” en las Instituciones de Educación Superior (IES), específicamente en el sistema educativo de Colombia. Para ello, acudiendo al método de análisis documental, se estructuró en la visión de cuatro elementos de desarrollo conformado por las temáticas “respondabilidad”, responsabilidad, “respondabilidad” en la educación superior y conducción de la “respondabilidad” en IES en Colombia, para en cada una de ellas lograr una concepción de sus postulados y finalmente desde un análisis crítico dar cuenta de algunos esfuerzos realizados en este país dentro del ámbito de la “respondabilidad”. Se logró hacer coincidir la perspectiva de la “respondabilidad” que poseen los autores, con los planteamientos de Manno, Mcmeekin, Puryear, Winkler y Winters (2006), por lo cual al cierre del documento se promueve un conjunto de acciones para las IES, como vías de trabajo inmersas en este nuevo mecanismo denominado “respondabilidad”. Se concluye que en Colombia las IES públicas muestran esfuerzos en el diseño y desarrollo de programas académicos revestidos de ventajas a favor del colectivo estudiantil, los cuales poseen sus respectivos mecanismos de monitoreo y seguimiento, comprometiendo a las instituciones en la rendición de cuentas

Intelectual capital management /

Universidad Autónoma del Carib

"Respondabilidad" en las Instituciones de Educación Superior

El presente artículo está orientado al estudio de la“respondabilidad” en las Instituciones de EducaciónSuperior (IES), específicamente en el sistema educativo de Colombia. Para ello, acudiendo al método de análisis documental, se estructuró en la visión de cuatro elementos de desarrollo conformado por las temáticas “respondabilidad”, responsabilidad, “respondabilidad” en la educación superior y conducción de la “respondabilidad” en IES en Colombia, para en cada una de ellas lograr una concepción de sus postulados y finalmente desde un análisis crítico dar cuenta de algunos esfuerzos realizados en este país dentro del ámbito de la “respondabilidad”. Se logró hacer coincidir la perspectiva de la “respondabilidad” que poseen los autores, con los planteamientos de Manno, Mcmeekin, Puryear, Winkler y Winters (2006), por lo cual al cierre del documento se promueve un conjunto de acciones para las IES, como vías de trabajo inmersas en este nuevo mecanismo denominado “respondabilidad”. Se concluye que en Colombia las IES públicas muestran esfuerzos en el diseño y desarrollo de programas académicos revestidos de ventajas a favor del colectivo estudiantil, los cuales poseen sus respectivos mecanismos de monitoreo y seguimiento, comprometiendo a las instituciones en la rendición de cuentas